1. On the go with CHM 125, ECON 210, PHYS 218, and BIOL 205: Coursecasting at a Large Research University Jeremy R. Garritanojgarrita@purdue.edu Chemical Information Specialist David B. Eiserteisertd@purdue.edu Educational Technologist Purdue University – West Lafayette, IN

2. Today’s Talk…  Who we are  Why do we want to do this  What it is  How we do it  How it looks  What are some early outcomes

3. Description of Purdue University  Purdue is a public, doctoral-granting research university and Indiana's land-grant university.  Fall 2005 enrollment: 38,712 students  Chemistry Department 48 faculty members 250 undergraduate students 300 graduate students 90 support personnel

4. Why Switch to Podcasting?  35 years of audio cassette recording of courses Bulk handling and erasing of 2500 cassettes a semester  Library was depository for these cassettes Podcasting relieves burden on library  We see those white ear buds “everywhere”

5. Defining Podcasting  Podcasting, a portmanteau of Apple's "iPod" and "broadcasting", is a method of publishing files to the Internet, allowing users to subscribe to a feed and receive new files automatically by subscription, usually at no cost. en.wikipedia.org/wiki/Podcasting (3/16/06) en.wikipedia.org/wiki/Podcasting

6. Another Definition  A form of audio blogging created by Adam Curry, a former MTV Host, and Dave Winer, the founder of Userland Software. Its name comes from the targeting of audio posts to Apple’s iPod audio player, although podcasts can be listened to on competing players and on computers. www.fzelders.nl/weblog/ (3/16/06) www.fzelders.nl/weblog/

7. Pros to Podcasting/Coursecasting  Self-evaluation for the instructor  Student review of lecture materials  Allows for supplemental material  Utilization of “trendy” technology  Convenience  Assists auditory and ESL learners

8. Cons to Podcasting/Coursecasting  Do you change the way you teach?  How effective without video? How effective at all?  Change in level of attendance?  Intellectual Property concerns  Privacy issues  Course auditing

9. Implementation at Purdue

10. University-Wide Involvement  Fall 2005 73 classes, 6 restricted (10 in chemistry) 37 departments  Spring 2006 61 classes, 11 restricted (7 in chemistry) 32 departments

11. Number of capable classrooms  55 capable classrooms in 27 buildings  17 other capable rooms Conference rooms Large rooms in the Student Union

12. Faculty Request Form (including “disclaimer/authorization”)

13. Technical: How it is done Classroom Microphone Open Phone Line Real Time MP3 Encoder (central location) RSS Hosting Site RSS Parser Student Subscriptions Personal Audio Device

14. Technical: Specs of files  MP3 files ~1 MB per minute 50 minute average lectures 64 kbps, 44 kHz, mono Metadata with course info

15. Technical: How to access  Download – MP3 Myriad of ways to play/listen  Streaming – MP3 Streams through Windows Media Player or RealNetworks RealPlayer  RSS Can use with news aggregators (like Bloglines) or with Apple’s iTunes.

16. Technical: Costs  Classroom Microphones $250-$1000  Real Time MP3 Encoder $800-$1000 per encoder  Server Storage  ~$10 per course Software for streaming  $1000-$4000  Staff Time 1 FTE All costs are estimates

17. What does it look like? http://boilercast.itap.purdue.edu:1013/Boilercast/

18. What does an individual class look like?

19. RSS Feed through Bloglines

20. RSS Feed / Podcast in iTunes

21. Preliminary Usage Stats  Service available Aug. 22, 2005  35 initial courses  1080 downloads within the first week of classes  ~40,000 downloads as of 10/17/05

22. Other Uses on Campus  Undergraduate Library Tour 3 iPods, 227 uses since August 99% of usage is because of assignments  The Exponent (student newspaper)  Books and Coffee (book series)  Academic Interviewing, Fellowship Training, and Proposal Writing informational sessions

23. Faculty/Student Reactions  Sometimes students and/or faculty do not know where the podcasts are  Faculty like it because it is painless and lectures are posted quickly  Students like it for review and missed classes  Both appreciate the various formats  Both want video and/or PowerPoint

24. Lessons Learned  Scalability  Faculty Education Have we made it too easy?  Intellectual Property  Audio Quality

25. Future Directions  Scale UP!  Authentication  Faculty Education  Video…PowerPoint…PDFs…???

26. Additional Resources  Apple iPod in the Classroom http://www.apple.com/education/ipod/  Pod Pedagogy Blog http://www.bio.purdue.edu/mt/feeds/pod_pedagogy/  Podcasting 101 http://podcasting101.pbwiki.com/  Podcasting @ Univ. Wisconsin – Madison http://engage.doit.wisc.edu/podcasting/index.html